Assessments

In 8th grade, students analyze, create and represent linear and simple non-linear functions in multiple ways to make connections between them, including mathematical concepts related to bivariate data and Pythagorean Theorem, and “real-world” situations like those arising from two & three dimensional space.

Essential Standard Claim 1 Proficiency Scales

Can be used to inform standard-based grading

The ALD thresholds in Target F are combined with Target E in the next unit.

The ALD thresholds for Target J includes 8.SP.4 from Unit 1.

The ALD thresholds for Target C are combined with Targets B & D from Units 2 & 3.

Applicable Pre-assessments

If given prior, then you only need to view a portion of the results.

MAP (part of the district assessment plan)

Learning Continuum by Topic: See MAP Report

Learning Continuum by Standard: See MAP Report

MDTP Preparedness for 8th Grade (optional)

# 1, 2, 6, 8, 10, 13, 16, 18, 19, 20, 21, 22, 23, 24, 25, 28, 31, 32, 38, 39, 40

MDTP Preparedness for Algebra 1 (optional)

#3, 8,10, 15, 17, 18, 27, 29, 38, 44

Formative and/or Summative Assessments,

Reengagement & Reassessment

Proportional Relationships, Lines & Linear Equations (Focused IAB): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Proportional Relationships, Lines & Linear Equations FIAB Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Expressions & Equations II (Focused IAB): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Expressions & Equations II FIAB Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Expressions & Equations (IAB): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Expressions & Equations IAB Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #1: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

Consider using a Claim 2, 3 &4 task as a Performance Task

Cumulative Assessment Reengagement Day: Do instead of a review day before the first assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide). See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #2: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

Consider using a Claim 2, 3 &4 task as a Performance Task.

Guidelines for Creating your Own Assesment in Claim 1

8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

8.SP.A.3 (embed 8.SP.1 & 8.SP.2) Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional

relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Embed your assessments into you custom Clarity Calendar! See tab.